language; therefore, language should be faithfully adjusted to reality to continue fulfilling its function: communication. The problem arises when society advances faster than language research. Currently, the feminine gender only designates women, while the masculine gender has a double use: specific, referring to men, and generic, to refer to both men and women. Consequently, we are usually unaware of whether the language we use is sexist or not and of how it can influence our way of constructing realities and thoughts. Accordingly, educational institutions play a key role in the transmission of values and, since
the university context is a pivotal point in the professional and personal development of students, both the content and the language used by teachers must be developed with a non-sexist language. This study aims to investigate the attitudes and opinions of professors towards the use of non-sexist language during the development of the teaching and learning process. The methodology was eminently qualitative, using an in-depth semi-structured interview as a data collection instrument. Professors from different Schools of the University of Málaga (Universidad de Málaga – UMA), specifically from the fields of knowledge
ranging from Engineering and Architecture to Social and Legal Sciences, have participated in this study. To complete the study, branches of knowledge were compared from a gender perspective. The results showed some predisposition towards the use of an egalitarian or non-sexist language although most professors systematically use the generic masculine, perhaps by tradition.
